Appraisal Process, Merit Pay and Performance: Evidence From a Longitudinal Survey of School Teachers in England and Wales
基于2014-2018年英格兰和威尔士教师的纵向调查数据，研究发现绩效薪酬的效果取决于评估过程质量，程序公平能激发激励而非分裂，而糟糕的评估则加剧分裂、损害绩效目标。
ABSTRACT This study investigates how the quality of performance appraisals influences perceptions of merit pay − whether it is viewed as motivating or divisive − and its impact on achieving performance objectives. Using longitudinal survey data collected from classroom teachers in England and Wales between 2014 and 2018, and employing an instrumental variable approach, the analysis reveals that the effectiveness of merit pay in improving employee performance is closely tied to the quality of appraisal processes. Procedural fairness emerges as a key factor in fostering both motivational and divisiveness attitudes, whereas poorly designed or disengaging appraisals tend to amplify divisiveness rather than motivation, undermining the achievement of performance objectives. These findings highlight the need to carefully weigh both the potential benefits and drawbacks of merit pay systems.